General Definition of Work:

The position is responsible for assisting teachers in providing specialized instruction in reading, writing and mathematics for students in the public school setting. The position is also responsible for providing assistance to all students regarding academic achievement and when appropriate, a successful transition to a traditional school through analyzing data, planning, implementing and tracking individual instructional plans; identifying barriers to successful transitions and supporting the facilitation of transition plans.

This position acts as a facilitator for classroom teachers in the implementation and evaluation of interventions and instruction for students. The Behavior / Learning Specialist shall: demonstrate knowledge of the principles, practices, trends and theories pertaining to literacy, numeracy and writing and an understanding of related disorder and evidenced based practices to address such needs; possess the knowledge of assessment, interventions, and diagnostic techniques, procedures and methods; have the ability to work with students, teachers, teaching assistants, related service staff at varying levels of expertise; and advance the knowledge base of administration, instructional and support staff regarding successful teaching and intervention methods for students.

Essential Functions:

·         Develop specific intervention plans for students as well as recommend school or department plans and assist in their implementation, including using appropriate resources and technology to promote the development of literacy, numeracy, writing and acquisition of core content and related skills.

·         Working with students in classrooms to reach goals as determined by their educational plan, and conducting ongoing follow-up;

·         Assessment/evaluation/observation of progress of the education plans.

·         Assist teachers in the identification and development of individualized interventions intended to improve achievement, using evidence based strategies.

·         Collect data regarding student achievement and recommend appropriate instructional modifications to increase positive outcomes;  

·         Work in a collaborative manner with peers and school personnel to ensure successful and efficient transitioning for students to return to his/her home school to include the creation of transition plans.

·         Present professional development for administrators and teachers on literacy, numeracy, writing and acquisition of core content and support the staff in the implementation of their new learning.

·         Assist families and school staff in accessing community resources;

·         Provide support and informational workshops to parents;

·         Conduct research of current interventions related to students served.

·         Assure that all internal communication are complete and effective;

·         Keep teachers and other staff informed of progress and concerns;

·         Complete required paperwork in an accurate and timely manner;

·         Provide direct services to students in both a classroom setting and in a small group setting;

·         Assists eligibility teams with the administration and analysis of evaluations and assessments of children suspected of having disabilities and, as a result, may require specialized instructional services;

·         Establishes and maintain effective working relationships with supervisors, parents, school division personnel, community based agencies, and other professionals;

·         Analyzes and interprets achievement data; and works with instructional coaches/lead teachers/administrative staff to design activities to raise student achievement;

·         Conduct student observations to help determine program eligibility and placement;

·         Participates in parent/teacher conferences, as needed;

·         Observes classrooms on a regular basis to ensure consistency and fidelity of specialized instruction;

·         Demonstrates an understanding of planning and objective measurement methods pertaining to student achievement;

·         Represents the school division in educational projects and initiatives at the local, regional, state, and national levels; Models nondiscriminatory practices in all activities; and

·         Performs any other related duties as assigned by principal.

Knowledge, Skills and Abilities:
Must possess demonstrated evidence of involvement in school activities and committees involving leadership responsibilities beyond those required in the classroom. Must possess an in-depth knowledge of curriculum, instructional best practices, and learning theory. Must possess effective instructional delivery techniques and the ability to guide students and teachers in effective techniques and strategies. Must possess excellent organizational and communication skills, both verbally and in writing with students, staff, parents and agency personnel. Must possess the ability to establish and maintain effective working relationships with teachers, parents, administrators, advocates, students and others. Knowledge of current methods and techniques related to literacy, numeracy, writing and the acquisition of core content; ability to analyze student performance, design appropriate individual instructional programs, and monitor student progress; coordinate work of instructional assistants, support personnel; work effectively as a team member.

Education and Experience:

Possession of a master’s degree or higher from an accredited college or university or higher in education, special education or a related field. Must possess at least five years of experience working with children demonstrating significant challenges in reading, writing and/or mathematics. Must possess instructional knowledge of reading, writing mathematic and core content learning intervention strategies. Ability to conduct and interpret instructional assessments to assist in the development of effective instructional plans.  Must be able to maintain frequent, meaningful parental communication and develop proactive partnerships between the student/parent and school district to support academic achievement. Act as a positive role model by demonstrating the highest level of professional and ethical standards.  Work in a collegial and collaborative manner with peers, school personnel and the school community to promote and support the mission and goals of the school division and abide by all school division policies and procedures. Ability to develop and present ideas effectively, orally and in written form; ability to establish and maintain effective working relationships with school administrators, the School Board, and general public. Experience providing staff development training to classroom personnel preferred; endorsement as a teacher is required.

Physical Conditions and Nature of Work Contacts:

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other physical activities are required. Occasional travel with students on field trips may be necessary. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and division wide meetings and training activities beyond normal assigned hours is necessary. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professionals may be required. Contacts with community and division-level staff may require considerable tact and diplomacy. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self-motivated and able to complete job assignments. After hour work may be required. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching and biting. Dexterity of hands and fingers are required to assist/restrain students and to operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Seeing to read a variety of materials and monitor student activities. Hearing and speaking to exchange information. Reaching overhead, above the shoulders and horizontally. Lifting or moving children from wheelchair to tables or desks. The  physical  demands  described  here  are  representative  of  those  that  must  be  met  by  an  employee  to successfully perform the essential functions of this job. Reasonable accommodation may be made to enable individuals with disabilities to perform essential functions.

Evaluation:

Performance will be evaluated on the ability and effectiveness in carrying out the above responsibilities.